Peer Feedback, Day 2

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Objective

SWBAT to use peer feedback by getting advice on all of the different components of their persuasive essay.

Big Idea

Listen to your Peers!

Lesson Opener

5 minutes

In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.

Connect: I will say, “You started peer feedback yesterday about one aspect of your writing that you wanted peer feedback about, today we are going to get peer feedback all the standards you will be assessed on.”

Teach: I will say, “In order to get another person’s opinion on my writing, I am going to practice the skill of getting feedback on the different components of an essay and the strategy of utilizing many peer editiors. The process I will use is as follows:

1) Pick the draft I want to publish

2) Have a peer look for a specific component of my essay

3) Give feedback to my other peers in order to help them with their writing, but also my thinking

I will show the students my draft and ask them to look for the first component of the persuasive essay rubric. I will make sure my draft does not include the first component. 

Active Engagement

5 minutes

Active Engagement: I will say,”You will leave your draft with your rubric on your desk. You will switch seats every five minutes and look at a peer’s writing just for that part of the rubric. Within the five minutes, you will write feedback in the form of a question on your peer’s rubric. I want you to think of a deep question that will help your partner’s thinking.” I will check for understanding by reading the question of every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).

I will be looking to see if they are writing questions that will help their peers improve their writing. I will give them examples of feedback they found was “helpful” from their exit tickets from yesterday.

Closing of Active Engagement:  I will say, “Remember, In order to get another person’s opinion on their writing, writers practice the skill of getting feedback on the different components of their writing and the strategy of utilizing many peer editors. They use the process of picking the draft they want to publish, have a peer look for a specific component their writing and also give feedback to their other peers in order to help them with their writing, but also their own thinking.”

Independent Practice

30 minutes

 

Independent Practice: Students will then go through six different rotations, looking for a specific part of the rubric each time. I will say, “I should not hear talking, because if you do not understand a part of your peer’s writing, then write your questions on the rubric. Just like with real authors, if we don’t understand their stories, we can’t call them up and ask them.” In order to thoroughly read their partner’s writing and leave comments for every part of the rubric, this should take at least 30 mintues. As they are working independently and quietly, (I like to play classical or smooth jazz for“writing”music (I just create a play list on Pandora Internet radio) I will confer with them as they are rotating. 

Closing

5 minutes

I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.

Closing: “Tomorrow you will start your final draft. What is a part of your writing that you are still struggling with? This is how I use the exit tickets to determine my "reminder" lesson.